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600-Word Summary for Educators: “Why This Middle School Principal Memorizes Her Students’ Names”
By Alex Shultz, Edutopia, June 6, 2025
Original article: https://www.edutopia.org/article/why-this-principal-memorizes-names
In this inspiring profile, Edutopia contributor Alex Shultz explores how South Lake Middle School principal Belinda Averill has transformed school culture through the deceptively simple practice of learning her students’ names. Located in Irvine, California, South Lake is a Title I public school serving approximately 660 students, and Averill knows nearly all of them by name.
This isn’t a parlor trick or party game. For Averill, a former special education teacher and assistant principal, memorizing names is a leadership philosophy grounded in the belief that every student deserves to be seen, heard, and known.
A Leadership Philosophy Rooted in Relationships
Averill, who has led South Lake for over a decade, says, “Relationships are my bread and butter.” Her goal is for students not to fear the principal but to view her as a trusted adult. Her leadership style is deeply personal: she patrols the halls, eats lunch with students, and chats with parents at pick-up and drop-off. In 2024, her dedication earned her national recognition as a recipient of the Terrel H. Bell Award for Outstanding School Leadership.
The practice of learning names was sparked during a Multi-Tiered System of Supports (MTSS) training called “Know My Name, Face, and Story.” The session challenged Averill to consider how visibility and recognition shape students’ sense of belonging. She recalled thinking, “If I want kids to feel seen and heard, I have to do my part.”
Building a Culture of Connection
Averill begins each school year with a targeted focus on incoming seventh graders, introducing herself and asking their names repeatedly. Her method includes relational associations—connecting students to their siblings, hobbies, friend groups, and interests.
For example, she recognizes lunchtime social groups by activity: the Uno players, the Chromebook gamers, the sports fans. She doesn’t just acknowledge students; she engages them. Her presence is active and intentional: “It’s not just about learning their names—it’s about learning what they’re interested in.”
Students notice. Some challenge her: “Do you know my name yet?” These playful interactions reflect a broader cultural shift at South Lake. Students feel known, and in turn, they begin to extend care and compassion toward others, including their principal.
Measurable Impacts on School Culture
Averill’s commitment isn’t just symbolic—it produces real results. From 2023 to 2025, the number of chronically absent students at South Lake dropped dramatically, from 172 to 59. Surveys reveal that 89 percent of students feel they have a trusted adult on campus.
Averill’s relationships with students have even shaped how the school responds to crises. After a recent tragedy in the local community, a group of typically reserved boys approached her to check on her well-being. “We’re going to be OK,” they told her. That moment, she says, affirmed the culture of mutual care she and her staff work daily to build.
Modeling Connection for Staff
Averill’s strategy is not limited to student interactions. By prioritizing relationship-building and visibility, she also sets the tone for her faculty. “My staff sees that I have a relationship with the kids,” she says. “They’ve embraced this mindset as well.”
She encourages staff to be available and to engage students during unstructured times. Importantly, she avoids scheduling meetings during breaks or lunchtime—she reserves for walking, talking, and simply being present. Her message is clear: instructional leadership includes relational leadership.
A Model for School Leaders
Belinda Averill’s story demonstrates that knowing students by name is not a gimmick—it’s a gateway. The deeper aim is to build a school community rooted in trust, visibility, and compassion. Her success is a reminder that school culture doesn’t shift through programs alone. It changes through presence, persistence, and a willingness to walk alongside students—literally and figuratively.
For educators and school leaders seeking to strengthen student connection, Averill’s example offers a simple but powerful strategy: start with a name. And mean it.
